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It's 1979: Dallas is enthralling the nation on TV, Mrs Thatcher has just become prime minister, Abba is top of the pops, and in the small Yorkshire village of Ragley-on-the-Forest, Jack Sheffield returns for his third year as headmaster of the village school. Jack and his staff struggle to keep a semblance of normality throughout the turbulence of the school terms, as once again the official School Log fails to record what is really going on beneath the seemingly quiet routine. Ruby the caretaker discovers her Prince Charming; Vera the school secretary gets to meet her hero, Nicholas Parsons; and Jack, to his astonishment, finds himself having to stand in as a curiously skinny Father Christmas. Jack also finds himself, at last, having to choose between the vivacious sisters Beth and Laura Henderson ...

People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions. In education, beliefs influence what, why, and how something is taught. This qualitative case study analyzed one art education professor who teaches at a Protestant Christian Church of Christ affiliated university. Analyzed was the art educator’s belief system in connection with pedagogical practices of art teaching in the areas of art history, art criticism, and art making. This research utilized literatures from art education, teacher belief research, and Christian theology, analyzing the interconnectedness of personal and professional belief systems in shaping and influencing pedagogical practice in art education.

Storytime Readers is a series о storybooks especially designed to provide easy and enjoyable reading practice. They have been carefully graded into three stages and have been written in a way that will help teachers to use them as plays, thus providing an early introduction to drama as a means of learning.
Storytime Readers tell tales of friendship, trust, family loyalty, kindness and love using colourful illustrations, dramatised audio recordings and engaging animations to stimulate the imagination of the pupils and encourage them to explore the wonderful world of the English language through literature, poetry and drama. Storytime Readers - Components: Pupil`s Book, Teacher`s Edition, Multi-ROM (Audio CD & DVD Video).

New York Times bestselling author and artist James Dean brings readers in for a big school surprise in Pete the Cat and the Surprise Teacher. When Pete goes to school, he finds out his teacher is out sick and the substitute teacher is . . . his mom! It’s up to Pete to teach the teacher what school is all about. Pete the Cat and the Surprise Teacher is a My First I Can Read book, which means it’s perfect for shared reading with a child.

New York Times bestselling author and artist James Dean brings readers in for a big school surprise in Pete the Cat and the Surprise Teacher. When Pete goes to school, he finds out his teacher is out sick and the substitute teacher is . . . his mom! It’s up to Pete to teach the teacher what school is all about. Pete the Cat and the Surprise Teacher is a My First I Can Read book, which means it’s perfect for shared reading with a child.

This project explores what it means to be a native teacher of Japanese in an Australian classroom and how best to balance the need to adjust to Australian student expectations with the goal of helping these students become familiar with Japanese culture. Apart from improving my own performance as a teacher, this project will shed light on the cultural adjustments that overseas educated teachers experience in Australia, as well as on the related problem of familiarising Australian students with other cultures. To do this I am undertaking an analysis of my own personal background (an introspective personal history), recording some of my classes and to enable me to reflect on my teaching practices and to study my students’ views on culture, interviewing students, and also interviewing other Japanese language teachers in order to compare their views with mine.

In recent decades there has been a noticeable tendency in the field of foreign language teaching to bring about a shift from teacher-centered to learner-centered approach. Much literature emerged on learner-centered approach and a number of teacher training courses developed as a result, aimed to train and encourage teachers to use learner-centered approach. Therefore, teacher’s role and behavior are considered to be an important factor for teaching and learning process. Teacher behavior determines the type of the classroom whether it is teacher-centered or learner-centered. Language education has experienced significant changes over the past thirty years. One of the most essential changes is the shift from teacher-centered to learner-centered approach. However, which one do students prefer? Do they need teachers or facilitators?

The Manager?s Guide to Financial Statement Analysis

EFL TEACHER COGNITION provides a detailed insight into the beliefs held by four experienced young learner teachers. The study took place at International House Sabadell in Spain. The results of the study are presented as individual in-depth case studies of each teacher, examining the origin of their cognitions regarding the teaching of young learners, the relation of their cognitions to young learner teaching and the tensions which exist between these cognitions and their actual classroom practice. The data are also examined from the viewpoint of vocabulary teaching in the young learner classroom, detailing the presentation and practice of lexical items while examining the underlying beliefs which influenced the teachers' pedagogical decisions. The four case studies are compared to investigate possible similarities among the cognitions of the four teachers regarding EFL young learner teaching, their classroom practices and resulting tensions between both. The tensions emerging between cognitions and classoom practice are examined and their implications discussed. These tensions provide a valuable insight for young learner EFL teachers and teacher trainers alike.

The book reflects a study conducted on Teachers' professional Development Policy and practice in Tanzania -Zanzibar, July, 2011. This book presents the key findings from the area studied , the book is however rich at innumerable recommendations in the form of models and techniques that can be used to develop teachers professionally, many of which being school-based.These include but not limited to; teaching research group, lesson study, and peer observation . The book was designed to give maximum help and great knowledge to both Novice and experienced Teachers in Tanzania and elsewhere through the entire of the Globe on matters pertaining to Teachers professional Development

This Study is an effort to bring Maslow''s bright ideas into the contemporary scene of education. I found Maslow''s educational implication fascinating.As a teacher who has been in classrooms for more than 25 years, Maslow''s point of view leads me to a new era of thinking of education which I inductively feel; however it was not implicitly clear for me.This book is my journey into Maslow''s world of education.

School teacher counselors are at higher risk of burnout than individuals in other occupations due to individual, interpersonal, and organizational factors.Teacher counsellors with burnout, are a liability to the school, students, colleagues, and themselves. On the contrary, engaged teachers feel strong and vigorous at work, are enthusiastic and optimistic about the work they do and are very often immersed in that work. Using Utrecht (2003) Work Engagement Model and the Maslach and Leiter (1997) Model of Burnout, the study explored the effect of teacher counselor burnout on their work engagement, using a cross sectional survey of teacher counsellors. The study generated empirical evidence on the effect of burnout on the work engagement of teacher counselors within Kenyan secondary schools.There was a strong significant inverse correlation between work engagement and burnout.The regression model suggests that burnout is a significant predictor of work engagement among teacher counselors and explains 25.8% of the variation in work engagement. The findings could benefit school counselors, policymakers as well as teacher counselors and also make recommendations for future research.

This book is essential for already practicing teachers,teachers on training and educational policy planners.The content was thoroughly researched and the findings corroborates that of other studies.Teacher in service training must be given a priority by any government if they are to achieve their educational goals.Teachers require constant support especially during curriculum implementation to enable them cope and manage the changes. Kenyan education system has been undergoing changes ,from the 7-6-3 system after independence to 8-4-4 and now the proposed system to start in year 2012 of 2-6-6-3. All this drastic changes when the country is only 48 years old after Independence requires that educational policy makers and planners take in service education for teachers more seriously if the country is to achieve its educational goals.This book gives an insight on the challenges facing teachers during curriculum implementations and possible solutions as well as recommendations for policy makers in the education sector.

An indispensable guide for middle school science teachers who have inclusive classrooms The third volume in the Differentiated Instruction series, Differentiated Instruction for the Middle School Science Teacher offers teachers proven techniques for designing and delivering effective science instruction, measuring success, getting students to work together, and collaborating with other professionals. The ready-to-use activities are tied to core curriculum standards for middle school students and each lesson incorporates adaptations for students with different learning needs. Includes strategies for teaching a standards-based science curriculum Contains a wealth of activities that can be adapted for learners of all abilities Offers information for delivering effective instruction, measuring success, and student collaboration The authors, both experienced teachers, offer a range of techniques, such as station/group activities, enrichment activities, and modifications for students with specific disabilities.

Education is a process that leads to progress either in the individual or in society in general. Teacher and student are the most essential component of this educational process. Without the teacher and student we can not visualize the process of education. So, relationship of teacher and student is also important. Healthy relationship between teacher and student helps to achieve the highest goal of life. Dr HIralkumar M Barot